lesson plan: introducing the laws of life essay contest...on any other themes or subjects the...

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Discuss what a “law of life” is. There are many ways to approach this topic, depending on any other themes or subjects the students are studying. Different ways to approach include questions such as:

Step 1: Introduce the Essay

DO WHAT FITS! There is no one “right way” to participate in the Laws of Life Essay Contest – each teacher chooses how to best announce the program or assign the essay in their classroom. The following lesson plan is one way to proceed; other teacher resources can be found at:bbb.org/centralohio/laws-of-life.

1. How do laws affect what people can and cannot do? What are some examples? What about laws in nature or science? How do scientific laws affect how matter/objects behave? Now steer the conversation toward social rules – ask what are some rules that aren’t formal “laws” that help people get along with each other? Which of these rules or laws do you think is most important? Do you have rules or laws that you try to live by? Which ones would make the world better if everyone followed them?

2. Who is someone you admire? What is it about them that you admire? (steer toward character traits like compassion, honesty, hardworking, etc.) Do you try to be like that person? What do you do to be like them?

3. Discuss a famous person (for example George Washington, Mother Teresa, Abraham Lincoln, etc.). What trait are they most known for? (honesty, compassion, etc.) How would you want to be remembered? What rules/laws/traits do you try to live by?

What are some of the Laws of Life students have written about?

Compassion

Honesty

Perseverance

Humility

Courage

Forgiveness

Generosity

Purpose

Wisdom

Respect

Lesson Plan: Introducing the Laws of Life Essay Contest


1. Describe how the Central Ohio Laws of Life Contest works. (Students in grades 6-8 write essays in class, the best ones are selected to submit to the Central Ohio BBB where they can win cash prizes of up to $500 and attend an awards banquet)

2. Give examples of laws of life found in students’ personal experiences and beliefs, as well as examples from famous personalities or well-known literary characters. Briefly describe topics used by prior winners and explain that many of the essays were written by students who first thought they had nothing to write about.

3. Emphasize teacher commitment to the contest and reassure students about the confidentiality of the contest. Since some students write about personal issues, they can choose whether to share them with others or submit them in the competition.

Step 2: Introduce the Contest

Use the following checklist to help you plan your introduction:

Tell students what the contest is about.

Explain how it will work in your classroom or school.

Discuss benefits of contest: writing process practice, self-reflection and expression, recognition/prizes.

Describe the procedures that protect confidentiality.

Inform students of the deadline.

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There are many ways to help students select a topic for their essay. Some teachers give students a selection of quotes that students can use as the basis for their essay; others have conversations about what the “laws of life” are (see above). Others connect the contest to an ongoing academic lesson. Whichever method you choose, make sure you explain that their responses are confidential, and they won’t have to share unless they wish.

1. Distribute the student questionnaire (below) and tell students that it will help them identify their laws of life and possible topics. Allow sufficient time for completion; some students request extra time to complete the questionnaire at home. Look over their responses and mark those that might be used as a basis for their essays.

2. Explain clearly the meaning behind the phrase “laws of life”. Some students may confuse legislative laws (e. g. seatbelt laws) with the laws of life that are found in all cultures, religions and traditions, (e. g. the respect for human life).

Step 3: Prewriting Activities: Helping Students Select a Writing Topic

The following tips and resources may help you select a strategy that works for you:


Step 3: Prewriting Activities: Helping Students Select a Writing Topic (continued)

3. Other activities to generate ideas or topics include journal entries, famous quotations, or short inspirational essays. The Foundation for a Better Life (www.values.com) is a rich resource of inspirational videos and quotes that could be used for this purpose.

4. Point out examples of laws of life from current events or a recent reading assignment.

5. Some teachers have students read essays written by previous winners, although some students may be tempted to copy the style and content of these essays. Hearing or reading prizewinning essays may also discourage less confident students. However, teachers often can describe general topics and experiences that have been discussed in previously submitted essays.

6. Encourage students to use their personal experiences (either positive or negative) to generate ideas for their essays. Students use role models and historical or literary figure frequently to personify their laws of life.

7. Discourage students from writing about their personal romantic relationships. Judges frequently view these essays as trite, and many times romances break up before the essays are judged!

8. Encourage your students to discuss their essays with others throughout the writing process. Family members and peers can be a valuable resource.

Ideas for Writing Prompts

Maxims or quotes

There are numerous websites that offer quotes you can use as writing prompts; search for “quotes” or “inspirational quotes” to locate current websites.

Sample Maxims/Quotes:

“Don’t judge a book by its cover.”

“Honesty is the best policy.”

“Life is the sum of your choices.”

“If at first you don’t succeed, try, try again.”

“To have a friend is to be a friend.”

“You are only as good as your word.”



Student Questionnaire

1. Who is someone you admire? List three qualities that you admire about that person. What law(s) of life does that person demonstrate? How has that person influenced your life?

2. Describe an incident or event from which you learned a lesson “the hard way.”

3. Describe a personal experience that has helped you develop your law(s) of life.

4. What could you change about yourself to become a better person?

5. Describe a time in your life when someone has helped you. How has this affected your law(s) of life?

6. What three qualities do you value in a friend, a teacher, a parent(s)?

7. Describe a situation in which you went out of your way to help someone else.

8. When you become a parent, what law(s) of life will you teach your children?

9. Has life been good to you? Explain.

10. Name three things for which you are thankful.

For more writing prompt ideas go to “Using UncommonSense® as Writing Prompt” athttp://www.bbb.org/centralohio/laws-of-life/using-laws-of-life-in-the-classroom/

Connecting writing prompts to exsisting academic lesson plans:

TEACHER TIP: Be sure to allow sufficient time between steps two and three to read your students’ responses. (Each teacher knows the writing pace of his or her class.)

Writing prompts may also be connected to your established lesson plans. The School for Ethical Education (SEE) has developed numerous suggestions on how to connect Laws of Life essays with common middle and high school reading assignments For example, students assigned to read The Diary of Anne Frank have written Laws of Life essays about Anne’s perseverance, relating it to their own perseverance. Students involved in the study of Homer’s Odyssey can write essays analyzing the character of Odysseus and what his “laws of life” were. On their website, SEE offers a complete lesson plan for using the Laws of Life with the study of To Kill a Mockingbird and other novels.

(see http://ethicsed.org/files/LOLDocuments/Program%20Handbook%202016-2017.pdf)



Teacher Tips:

• Have students write their essays in class whenever possible. Many teachers have commented that students are much more likely to complete their essays in an environment where help is immediately available.

• Allow time for students (who volunteer) to read aloud or exchange their working drafts. Teachers have commented that this process promotes understanding and empathy among their students.

• Consider providing extra credit (if the essay is optional) or a completion grade (if the essay is required) for students who hand in an essay.

• Remind your students that they are honor-bound to write their own essays. Some teachers have their students sign honor statements.

• Please do not betray the trust that students place in you. Your compassion, sensitivity and professionalism are essential.

Suggestions for encouraging and motivating students:

• Many students write about sensitive and personal experiences. Students will be more inclined to share these experiences with teachers whom they have come to trust and respect.

• Reassure students about the confidentiality of the contest. Tell them that their names do not appear on their essays. Students feel freer to write about personal experiences when they are confident that their essays will remain anonymous - if they choose.

• Communicate to students that the essay is an opportunity for personal growth. The contest encourages students to examine and affirm their personal beliefs.

• Encourage all students to submit an essay. Many prizewinning essays have been written by students who first thought they did not have a topic worth exploring. Emphasize that prizewinning essays come from students of all abilities and ages, and participants do not have to be “A” students to be winners.

• Be flexible. Students of all abilities and levels can write meaningful essays. Individualize your expectations for each student.

• Encourage your students to ask for your help with their essays; however, be mindful of your involvement. Remember that the essays are being judged and awarded prizes for student writing.

• Be prepared to confer one-on-one with students who are having difficulty finding ideas for their essays. Some students may need a little prodding to arrive at a meaningful topic. Be patient. Each student has something to write and will be more apt to write honestly if he or she knows that it has value.

NOTE: Step 4 is for teachers who choose to have students write the essay in class or who are using the contest to teach or reinforce the writing process.


Having first made general comments about their responses, return student questionnaires or other feedback from the pre-writing activities and reassure students that many of their peers have had similar feelings and experiences. Next, ask students to take notes on suggested types of introductions. Provide examples that reflect your own teaching style, explaining how each approach can be developed into an effective essay. Encourage them to decide on a topic. If time permits, offer conference time for individuals as needed before they begin writing.

Step 4: Drafting the Essay

• Personal Anecdote or Example (“Although my brother is severely mentally retarded, he has been my teacher.”)

• Role Model Character Sketch (“My grandmother has taught me many things.”)

• Analogy (“Having a strong set of personal laws is like having a strong foundation for a new house.”)

• Direct Statement of Topic (“Having hope, faith, and charity in life.”, “Life is making stepping stones out of stumbling blocks.”)

• Commenting on a Story or Parable (e. g. The Boy who Cried Wolf; The Good Samaritan)

• Meaningful or memorable maxim or quotation - from a book or on-line source

Have the students begin to write, using their student questionnaires or other pre-writing activity resources. Confer with students who are still undecided on a topic, using the resources in Step 3. Encourage each student to complete his or her introductory paragraph.

“It’s not someone’s appearance that really

counts, it’s what they have inside that matters. So my

law of life is to make friends not because of anyone’s

looks or their clothes, but because of who they are.”

- Avni, Age 12, India

TEACHER TIP: Be patient. This may be the hardest step for some students. A winning idea may be born today in your classroom.

Review the use of transition and the mechanics for incorporating quotes. Supporting paragraphs can illustrate the importance of the same law in different areas of a student’s life, relate different experiences or famous individuals who exemplify a law, or continue the development of an analogy.

While students are writing, check completed introductions and work with students who need help. Ask students to complete their first supporting paragraph by the next planned writing time.

Completing the supporting paragraphs

Discuss the Opening Paragraph

The following types of introductions have been used for a laws of life essay:


Step 4: Drafting the Essay (continued)

Briefly review any grammatical concepts you are teaching (pronouns, subject-verb agreement, punctuation, etc.). Ask students to check papers for errors. While they continue to work on their supporting paragraphs, circulate and help students on a one-on-one basis.

TEACHER TIP: Point out grammatical and mechanical errors as you check; this significantly reduces errors on the rough draft.

The Concluding Paragraph

Remind students that the concluding paragraph should parallel the introduction. Students can refer again to the role model, experience, or analogy mentioned in the introductory paragraph. They may wish to design a concluding or summary statement about each of the supporting paragraphs, or they may relate a quote to their topic. Remind students to be thinking of a title for their essays. Students write conclusions during the monitoring and editing phase. Continue to check for errors and offer suggestions.

Students should understand that peer editing is an opportunity for them to improve their essays before the deadline; many times this exercise in student-to-student editing gives a great advantage to those who need positive reinforcement from peers. Peer editing allows students to share their experiences and feelings as well as their writing. At this point, many students want their friends to read their essays, encouraging conversation. Teachers also report that this step encourages empathy and helps students get to know each other better (teachers too!).

Give students the opportunity to work in small groups of their choosing (no more than three to a group) to proofread and edit each other’s essays. Encourage students to share their essays yet support the decision of those students who decide not to exchange their essays at this time. Because some papers may be about deeply personal subjects, not everyone will be willing to share; however, all should be encouraged. Respecting the wishes of students who do not want to have their essays read by other classmates will invite the students to reflect openly without concern of privacy violations and create trust between you and the student.

Begin the peer editing process by handing out the “Peer Review Check List” below. Review each question to make sure that the peer reviewers understand the kinds of “constructive feedback” they can provide to the essayist.

Step 5: Peer Editing the Rough Draft

“I use the essay as a way to have a

meaningful, one-on-one discussion with each of

my students.”

- Jennifer Ralston, English Teacher Acton, Ontario


Make sure all students understand and have practiced how to give and get constructive criticism (see Ron Berger’s An Ethic of Excellence for more ideas on how to create a culture of critique in your classroom). Emphasize that reading the essay first without highlighting any errors will enable them to find out what the essayist is trying to tell the reader. Suggest that peer reviewers focus on and respond to the main ideas of the essay as well as mechanical errors.

Peer editors can correct and revise between the lines of the rough drafts. When they find an error or have a suggestion for improvement, ask them to circle it, put a question mark by it, or write a short note somewhere on the rough draft. Remind them to look carefully for errors in spelling, capitalization, punctuation, verb usage, pronoun case, and agreement.

Step 5: Peer Editing the Rough Draft (continued)

Rules for constructive feedback:

1. Start with a positive statement: “Your introduction was exciting.”

2. Offer suggestions in a non-critical way: “Have you considered?”

3. Helpful suggestions “Can you explain this event more?”

Be Kind. Be Specific. Be Helpful.

Peer Review Checkist

Is the content interesting and thoughtful?

Is the main idea clearly stated?

Is there enough supporting information? Are the supporting paragraphs relevant and well-organized?

Are ideas connected by transitions and other linking devices?

Is the conclusion effective?

Are the sentences clear?

Are sentence length and structure varied?

Is the paper free of punctuation, spelling, and usage errors? Is a Law of Life easy to identify?

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Step 6: Writing the Final Draft

Tips for Extending Learning:

• To extend learning from the peer editing experience, ask each peer editor to write a reflective piece (in a journal or as homework) about “what is one thing you learned from this essay?” By having students reflect on what they have learned about one of their classmates, you add to the opportunity for students to develop empathy and compassion.

• As the essays are being collected, invite an open discussion about the essay writing experience. Ask students to share what the experience has meant to them, and what they have learned about themselves and their peers from writing about their Laws of Life. Urge students to reflect on the ways in which writing about their values could impact their behavior and their relationships with others.

Return the rough drafts on which errors have been identified and general suggestions for improvement have been indicated. If not previously written electronically, final copies should be completed electronically especially if they will be submitted for judging. Ask them to double space and to number the pages. In preparation for judging, no name should appear anywhere on the final essay. Remind the students of the FINAL Contest deadline.

TEACHER TIP: Record comments from students to use as a resource for future writing activities. Some of the best criticism and affirmation of success comes from students.